Mathematics Teachers' Attitudes towards Inclusive Education in Türkiye

Abstract

The success of inclusive practices in educational settings significantly depends on teachers' attitudes. This study addresses the attitudes of mathematics teachers toward inclusive education in Turkish lower secondary schools, filling a gap in existing literature. It examines the determinants shaping these attitudes, providing insights for tailored interventions to support mathematics teachers in promoting inclusivity. Through questionnaire data collected from 262 mathematics instructors, the study reveals a slightly negative overall attitude trend, influenced by factors such as age, prior experience with children, training in inclusive education, and personal connections. Younger teachers, those with experience teaching students with SEN, and those with inclusive education training exhibit more favourable attitudes. Surprisingly, having a family member with SEN also significantly impacts attitudes, highlighting the importance of personal connections. These results underline the need for targeted interventions and professional development to foster inclusive mindsets among mathematics teachers, thereby creating equitable learning environments for all students.